Findings/Results: Regardless of participants' academic levels and performance, they were confined largely to ELL and low-track courses, a pattern than appeared to reflect the experience of all ELLs at the school.

Issue/Topic: P-3 English Language Learners (ELL)Author(s): Adelson, Jill; Niehaus, KateOrganization(s): University of South Carolina; University of LouisvillePublication: American Educational Research AssociationPublished on:4/21/2014

Findings/Results: Six key findings:

Numerous school-and student-level characteristics were significantly associated with the level of support in English Language Learners' (ELL) school and with important student outcomes for ELLs.

In the short run (by second grade), there are substantial differences in the academic performance in English language acquisition and math among English learners who start in different EL instructional programs in kindergarten.

Half of the English learner (EL) students in the dataset were reclassified as fluent English proficient within three years of kindergarten (or by second grade), and three-quarters were reclassified by seventh grade.

ELL students in Texas experience high levels of segregation in schools by race, poverty, and language status. Reasons for the growing segregation are less clear, but there are a number of potential causes indicated within the literature.

Findings/Results: Because of the current ELL tracking methods, analyses of ELLs' progress typically do not include progress of reclassified ELLs. It appears that ELLs' achievement levels (in the aggregate) decline over time because the most successful ELLs are &quo...

Findings/Results: Researchers compared reading outcomes of 4th grade Hispanic ELLs against all state teacher certification requirements in the following categories: teaching methods (training in bilingual and/or English as a Second Language education methods); curriculum (...

Findings/Results: There is a link between city, state, and federal test-based accountability programs (such as No Child Left Behind) and the loss of bilingual education programs in New York City schools.

Costing out studies largely underserve ELL students. Studies either
fail to mention ELL students altogether or aggregate them with
low-income or special education students to generate an overall per
pupil funding weight. Although this simplifies th...

Issue/Topic: Bilingual/ESL; Reading/LiteracyAuthor(s): O'Day, JenniferOrganization(s): American Institutes for ResearchPublication: Journal of Education for Students Placed at RiskPublished on:1/1/2009

Findings/Results:

The impact of key instructional activities shown to be effective in
improving reading comprehension for native and fluent English
proficient students may be somewhat less effective for ELs, although
the direction of influence is generally the same for ...